{"id":917,"date":"2013-09-26T10:00:22","date_gmt":"2013-09-26T08:00:22","guid":{"rendered":"http:\/\/sydologie.com\/?p=917"},"modified":"2023-04-11T05:53:37","modified_gmt":"2023-04-11T03:53:37","slug":"la-gamification-a-lecole-une-experience-a-suivre","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2013\/09\/la-gamification-a-lecole-une-experience-a-suivre\/","title":{"rendered":"La \u00ab gamification \u00bb \u00e0 l\u2019\u00e9cole : une exp\u00e9rience \u00e0 suivre"},"content":{"rendered":"<p dir=\"ltr\" style=\"text-align: center;\"><em>\u00ab\u00a0Les jeux sont le m\u00e9dia de pr\u00e9dilection de cette g\u00e9n\u00e9ration \u2014 pas la radio, les films ou la t\u00e9l\u00e9, mais les jeux\u00a0\u00bb.<\/em><\/p>\n<p dir=\"ltr\" style=\"text-align: center;\"><em>\u00ab\u00a0L&rsquo;\u00e9cole est un jeu, il est juste mal con\u00e7u\u00a0\u00bb.<\/em><\/p>\n<p dir=\"ltr\" style=\"text-align: justify;\">Partant de ce double postulat, <a href=\"https:\/\/www.vousnousils.fr\/2013\/07\/25\/supprimer-les-notes-gamifier-classe-success-story-facs-americaines-gamification-549609\" target=\"_blank\" rel=\"noopener noreferrer\">Seann Dikkers<\/a> \u2013 professeur assistant en technologies \u00e9ducatives \u00e0 l\u2019universit\u00e9 de l\u2019Ohio et fondateur de la soci\u00e9t\u00e9 Gaming Matter \u2013 a d\u00e9cid\u00e9 de<strong> refondre les r\u00e8gles du jeu de sa classe en s\u2019inspirant des jeux vid\u00e9o<\/strong> (sc\u00e9narisation des cours, syst\u00e8me de niveaux, troph\u00e9es, avatars\u2026). L\u2019objectif est de rendre les \u00e9tudiants plus actifs, plus motiv\u00e9s par un processus d\u2019apprentissage ludique (<a id=\"ref1\" href=\"#fn1\">1<\/a>).<\/p>\n<p dir=\"ltr\" style=\"text-align: justify;\">Convaincu que l\u2019apprentissage passe par l\u2019action et les interactions entre l\u2019individu, son milieu et les autres (cf. le <a href=\"https:\/\/www.cairn.info\/l-abc-de-la-vae--9782749211091-page-112.htm\">mod\u00e8le constructiviste de Jean Piaget<\/a>), Seann Dikkers cherche \u00e0 instaurer un <strong>syst\u00e8me d\u2019apprentissage bas\u00e9 sur l\u2019exp\u00e9rience<\/strong> et qui refl\u00e8te mieux la vie r\u00e9elle que les m\u00e9thodes d\u2019\u00e9valuation classique. Qu\u2019est-ce que cela signifie concr\u00e8tement\u00a0?<\/p>\n<p dir=\"ltr\" style=\"text-align: justify;\">D\u2019abord, <strong>finies les notes, place aux \u00ab\u00a0points d\u2019exp\u00e9rience\u00a0\u00bb<\/strong> comme dans les jeux de r\u00f4le\u00a0: chaque joueur\/\u00e9l\u00e8ve accomplit des \u00ab\u00a0qu\u00eates\u00a0\u00bb qui lui rapportent des points d\u2019exp\u00e9rience. Etant donn\u00e9 que l\u2019administration r\u00e9clame malgr\u00e9 tout une notation, les \u00e9tudiants obtiennent \u00e0 la fin de l\u2019ann\u00e9e une note correspondant au niveau atteint gr\u00e2ce aux points d\u2019exp\u00e9rience. Les \u00e9l\u00e8ves apprennent ainsi \u00e0 g\u00e9rer leur temps\u00a0: s\u2019ils sont en retard par rapport au niveau qu\u2019ils souhaitent atteindre avant la fin du semestre, ils doivent parfois, tout comme dans la vie professionnelle, donner des coups de collier pour accomplir davantage de \u00ab\u00a0qu\u00eates\u00a0\u00bb et ainsi gagner les points manquants. Contrairement \u00e0 une notation bas\u00e9e sur une moyenne, ce syst\u00e8me \u00e9vite le d\u00e9couragement des \u00e9tudiants car il est toujours possible de progresser en rendant plus de travaux personnels.<\/p>\n<p dir=\"ltr\" style=\"text-align: justify;\">Les qu\u00eates consistent en des projets personnels, diff\u00e9rents pour chaque \u00e9tudiant selon les comp\u00e9tences qu\u2019il doit approfondir. Ces projets peuvent prendre des formes tr\u00e8s vari\u00e9es\u00a0: dossiers, vid\u00e9os, site web, plan de cours\u2026 Cette <strong>personnalisation de l\u2019apprentissage<\/strong> permet de stimuler l\u2019int\u00e9r\u00eat des joueurs et transforme le r\u00f4le du professeur qui n\u2019est plus l\u00e0 pour forcer l\u2019ensemble des \u00e9tudiants \u00e0 effectuer la m\u00eame activit\u00e9 afin de pouvoir les comparer entre eux, mais pour guider chacun dans son <strong>apprentissage en fonction de ses objectifs et besoins personnels<\/strong>.<\/p>\n<p style=\"text-align: justify;\">La <em><strong>gamification<\/strong><\/em> (\u00ab\u00a0ludification\u00a0\u00bb en fran\u00e7ais) semble donc avoir tous les avantages pour donner l\u2019envie d\u2019apprendre aux \u00e9tudiants. Malgr\u00e9 tout, on peut \u00e9mettre quelques r\u00e9serves : comment \u00eatre certain que les \u00e9tudiants ne visent finalement pas la bonne note quand ils cherchent \u00e0 grimper les niveaux\u00a0? Est-ce qu\u2019on peut gamifier tout type de cours\u00a0? Est-ce que ce syst\u00e8me ne risque pas d\u2019alimenter l\u2019esprit de comp\u00e9tition entre les \u00e9tudiants\u00a0? Autant de questions qui m\u00e9ritent r\u00e9flexion, mais qui trouveront sans nul doute leur r\u00e9ponse si l\u2019on parvient \u00e0 g\u00e9n\u00e9raliser les principes de la gamification.<\/p>\n<p><sup id=\"fn1\">1.L\u2019id\u00e9e d\u2019une \u00ab classe-jeu vid\u00e9o \u00bb avait \u00e9t\u00e9 lanc\u00e9e par Lee Sheldon en 2009 et a depuis \u00e9t\u00e9 reprise par plusieurs professeurs d\u2019universit\u00e9 aux Etats-Unis.<\/sup><\/p>\n","protected":false},"excerpt":{"rendered":"\u00ab\u00a0Les jeux sont le m\u00e9dia de pr\u00e9dilection de cette g\u00e9n\u00e9ration \u2014 pas la radio, les films ou la t\u00e9l\u00e9, mais les jeux\u00a0\u00bb. \u00ab\u00a0L&rsquo;\u00e9cole est un jeu, il est juste mal con\u00e7u\u00a0\u00bb. Partant de ce double postulat, Seann Dikkers \u2013 professeur assistant en technologies \u00e9ducatives \u00e0 l\u2019universit\u00e9 de l\u2019Ohio et fondateur de la soci\u00e9t\u00e9 Gaming Matter&#8230; <a class=\"view-article\" href=\"https:\/\/sydo.fr\/sydologie\/2013\/09\/la-gamification-a-lecole-une-experience-a-suivre\/\">Voir l&rsquo;article<\/a>","protected":false},"author":7,"featured_media":918,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[406,526,651,656,733],"class_list":["post-917","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-enseignement","tag-gamification","tag-jeu","tag-jeu-video","tag-ludification"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La \u00ab gamification \u00bb \u00e0 l\u2019\u00e9cole : une exp\u00e9rience \u00e0 suivre - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2013\/09\/la-gamification-a-lecole-une-experience-a-suivre\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La \u00ab gamification \u00bb \u00e0 l\u2019\u00e9cole : une exp\u00e9rience \u00e0 suivre - Sydologie\" \/>\n<meta property=\"og:description\" content=\"\u00ab\u00a0Les jeux sont le m\u00e9dia de pr\u00e9dilection de cette g\u00e9n\u00e9ration \u2014 pas la radio, les films ou la t\u00e9l\u00e9, mais les jeux\u00a0\u00bb. \u00ab\u00a0L&rsquo;\u00e9cole est un jeu, il est juste mal con\u00e7u\u00a0\u00bb. 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Partant de ce double postulat, Seann Dikkers \u2013 professeur assistant en technologies \u00e9ducatives \u00e0 l\u2019universit\u00e9 de l\u2019Ohio et fondateur de la soci\u00e9t\u00e9 Gaming Matter... 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Quand un \u00e9l\u00e8ve ne comprend pas ou n\u2019\u00e9coute pas : est-ce forc\u00e9ment parce qu\u2019il est fain\u00e9ant ou b\u00eate ? Je suis convaincue que c\u2019est principalement parce qu\u2019on ne donne pas aux enseignants les moyens et les outils pour donner envie d\u2019apprendre \u00e0 leurs \u00e9l\u00e8ves, les int\u00e9resser, susciter l\u2019\u00e9motion ou le d\u00e9bat. 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